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Science Inquiry A – Conceptual Physics 1 Inquiry & Patterns
A Patterns Approach to Increase the Rigor and make Evidence-Based
Reasoning and Data-Informed Decision Making
Bradford Hill
Sujata Ganpule
Science Inquiry A – Conceptual Physics 2 Inquiry & Patterns
Inquiry Cube
1. What qualities do scientists have? What are
scientists like?
2. Draw what a scientist looks like.
3. How do Scientist do their work? How would
they describe a scientific investigation?
Science Inquiry A – Conceptual Physics 3 Inquiry & Patterns
Inquiry Cube
4. What are questions we can investigate
about this cube?
Do not touch, turn, lift, or move the cube in any way.
Science Inquiry A – Conceptual Physics 4 Inquiry & Patterns
Inquiry Cube
5. What is science?
(How is it different than asking your best friend or looking something up on Wikipedia?)
Science Inquiry A – Conceptual Physics 5 Inquiry & Patterns
Science is…Science originates in questions about the world.
Science Inquiry A – Conceptual Physics 6 Inquiry & Patterns
Science is…Science originates in questions about the world.
Science uses observations to construct explanations (answers to the questions). The more observations you had that support your proposed explanation, the stronger your explanation, even if you could not absolutely confirm the answer by examining the bottom of the cube.
Science Inquiry A – Conceptual Physics 7 Inquiry & Patterns
Science is…Science originates in questions about the world.
Science uses observations to construct explanations (answers to the questions). The more observations you had that support your proposed explanation, the stronger your explanation, even if you could not absolutely confirm the answer by examining the bottom of the cube.
Scientist make their explanations public through presentations at professional meetings and journals.
Science Inquiry A – Conceptual Physics 8 Inquiry & Patterns
Science is…Science originates in questions about the world.
Science uses observations to construct explanations (answers to the questions). The more observations you had that support your proposed explanation, the stronger your explanation, even if you could not absolutely confirm the answer by examining the bottom of the cube.
Scientist make their explanations public through presentations at professional meetings and journals.
Scientists present their explanations and critique the explanations proposed by other scientists.
Science Inquiry A – Conceptual Physics 9 Inquiry & Patterns
Science is…Science originates in questions about the world.
Science uses observations to construct explanations (answers to the questions). The more observations you had that support your proposed explanation, the stronger your explanation, even if you could not absolutely confirm the answer by examining the bottom of the cube.
Scientist make their explanations public through presentations at professional meetings and journals.
Scientists present their explanations and critique the explanations proposed by other scientists.
Science Inquiry A – Conceptual Physics 10 Inquiry & Patterns
Inquiry Cube
Form research groups for the second investigation.
Do not touch, turn, lift, or move the cube in any way.
Science Inquiry A – Conceptual Physics 11 Inquiry & Patterns
Inquiry Cube6. First Hypothesis: (just guess) confidence:
7. Data:
8. Patterns:
LowMediumHigh
Science Inquiry A – Conceptual Physics 12 Inquiry & Patterns
Inquiry Cube
Research groups publicly share your
explanations.
9. What is the benefit to hearing other research
groups’ ideas?
What is another test we could perform to
determine with even more confidence (less
error) what is on the bottom?
Science Inquiry A – Conceptual Physics 13 Inquiry & Patterns
Inquiry Cube
Scientist use patterns in data to make predictions and then design an experiment to assess the accuracy of their prediction. This process can also produce additional data.
10. Use your observations (data) to make a prediction of the number in the upper-right corner of the bottom.
Science Inquiry A – Conceptual Physics 14 Inquiry & Patterns
Inquiry Cube
With your limited funding you are able to purchase a small amount of technology and other equipment in order to test your prediction.
Science Inquiry A – Conceptual Physics 15 Inquiry & Patterns
Inquiry Cube
11. Final Hypothesis confidence:LowMediumHigh
Science Inquiry A – Conceptual Physics 16 Inquiry & Patterns
Inquiry Cube
*12. Describe how your confidence changed from first hypothesis and final hypothesis and why?
*13. How is this activity like real science?
*14. What about science doesn’t this activity capture?
Science Inquiry A – Conceptual Physics 17 Inquiry & Patterns
Stretching Spring Experiment
Science Inquiry A – Conceptual Physics 18 Inquiry & Patterns
Stretching Spring Experiment
Conclusion:
Since the best-fit line of our data is linear, we conclude that there is a linear relationship between how much the spring stretches and the mass hung from the spring. This can be represented mathematically
Stretch of Spring = 0.053 * Mass Hung.
So I predict that for a 500g mass my spring will stretch _______.
Science Inquiry A – Conceptual Physics 19 Inquiry & Patterns
Pendulum Sample Data Value of controlled variables:
Length (m)
+/- 0.1
Period of Pendulum (s) +/- 0.3 Average
Period (s)
Uncertainty in Average Period (s)
Timer 1
Timer 2
Timer 3
Timer 4
Timer 5
0.0 0 0 0 0 0 0 0
0.5 1.2 1.4 1.3 1.2 1.4 1.3 0.1
1.0 1.9 1.9 1.9 2.2 2.1 2.0 0.2
1.5 2.4 2.3 2.5 2.6 2.7 2.5 0.2
2.0 2.9 2.8 2.7 2.9 2.7 2.8 0.1
2.5 3.0 3.4 3.3 3.2 3.2 3.2 0.2
Data:θ = 15° m = 200g
€
tavg =t1 +2 +t33
€
U = range2
Science Inquiry A – Conceptual Physics 20 Inquiry & Patterns
Science Inquiry A – Conceptual Physics 21 Inquiry & Patterns
Pendulum ExperimentConclusion:
Since the best-fit line of our data is quadratic, we conclude that there is a quadratic relationship between the period of the pendulum and the length of the pendulum. This can be represented mathematically
Length of Pendulum = _____ * (Period)2
So I predict the period of a 5.0 meter pendulum is _______.
Science Inquiry A – Conceptual Physics 22 Inquiry & Patterns
Getting the Period
€
Length = 0.25* (Period)2
Use Graph, Length = 5.0 m
€
Length0.25 = (Period)
2
€
Length0.25 = Period
or
Science Inquiry A – Conceptual Physics 23 Inquiry & Patterns
Science Inquiry A – Conceptual Physics 24 Inquiry & Patterns
Paragraph
Science is finding patterns in nature and then using those patterns to accurately predict the future. For instance, one pattern in nature that nearly everyone has discovered is that objects on earth, when unsupported, fall. We have named this pattern gravity. And we can predict that tomorrow if you were to hold up a marker then let it go, that marker would fall to the floor. Now scientists and engineers have discovered many patterns and have gone as far as creating a device, from materials found in the earth’s crust, that if tomorrow you touch in a certain way and then talk towards it a loved one can hear your voice miles away! We, of course, call this amazing combination of stuff from the ground a cell phone.
Science Inquiry A – Conceptual Physics 25 Inquiry & Patterns
Paragraph Experiment – Real Data
Trial 1 2 3 4 5
Width of Paragraph (cm)
+/- 0.3 10.8 5.5 7.7 23.3 15.3
Height of Paragraph (cm)
+/- 0.6 6.4 13.0 9.5 2.9 4.4
Value of controlled variables:
Helvetica, size 12, patterns paragraph
Science Inquiry A – Conceptual Physics 26 Inquiry & Patterns
Science Inquiry A – Conceptual Physics 27 Inquiry & Patterns
Paragraph Experiment
€
Height =Width
71
Science Inquiry A – Conceptual Physics 28 Inquiry & Patterns
Paragraph ExperimentConclusion:
Since the best-fit line of our data is inverse, we conclude that there is a inverse relationship between the height of the paragraph and the width of the paragraph. This can be represented mathematically
So I predict for a 33.5 cm wide paragraph the height will be _____cm.
€
Height =Width
Your A
Science Inquiry A – Conceptual Physics 29 Inquiry & Patterns
Logger Pro with Good Data
Science Inquiry A – Conceptual Physics 30 Inquiry & Patterns
Make Your Science Inq A Toolbox
Science Inquiry A
4 – Interaction & Forces
3 – Energy & Interactions
2 – Motion & Change
1 – Patterns in Nature
Your Name
Fold Here
5 – Engineering A Bridge
Science Inquiry A – Conceptual Physics 31 Inquiry & Patterns
Pattern: Linear
If the mass is doubled, the
stretch of the spring will
double.
The slope tells us something about the strength of
spring that is the spring that
stretches 0.05 cm for every gram
hung on it.
y= mx+b
so when=x x , y y
and when=x x, y yStr
etch
of s
prin
g
(cm
)
Mass (g)
Slope
= 0.0
5 cm
/g
x intercept = 0no mass, no stretch
Str
etch
Science Inquiry A – Conceptual Physics 32 Inquiry & Patterns
Pattern: Linear
If the mass is doubled, the
stretch of the spring will
double.
y= mx+b
so when=x x , y y
and when=x x, y yStr
etch
of s
prin
g
(cm
)
Mass (g)
x intercept = 0no mass, no stretch
Str
etch
Science Inquiry A – Conceptual Physics 33 Inquiry & Patterns
Pattern: Quadratic
For the pendulum, if the period
is doubled then the length
is quadrupled.
y= ax2
Period
Le
ng
th o
f p
en
du
lum
and when= x x , y yso when=x x , y y
4L
L
P
2P
1s 2s
L
4L
Science Inquiry A – Conceptual Physics 34 Inquiry & Patterns
Pattern: Inverse
For the same paragraph, if
you double the width of the paragraph, than the height
will decrease by half.
y= ax
He
igh
t of
par
ag
raph
Width of paragraph
so when=x x , y y
and when= x x , y y
Blah blah blah blah blah blah blah blah blah blah blah Blah blah blah blah blah blah blah blah blah blah blah
Blah blah blah blah blah blah blah blah blah blah blah Blah blah blah blah blah blah blah blah blah blah blah
Blah blah blah blah blah blah blah blah blah blah blah Blah blah blah blah blah blah blah blah blah blah blah
Science Inquiry A – Conceptual Physics 35 Inquiry & Patterns
Pattern: Inverse Square
For a square piece of paper in front of a light, if you double the
distance from the light the size of the shadow will become 4x
times smaller.
y=ax2
Distance to light source
Siz
e o
f sh
ado
w
so when=x x , y y
and when=x x , y y
Science Inquiry A – Conceptual Physics 36 Inquiry & Patterns
Flat Line
Period never changes.
Angle of Release
Period Period = PeriodAngle = 0,15, or 453.7
Science Inquiry A – Conceptual Physics 37 Inquiry & Patterns
Put the new Tool in your Science Inq A Toolbox
Science Inquiry A5 – Engineering: Windmills & Bridges
4 – Interactions & Forces
3 – Energy & Interactions
2 – Motion & Change
1 – Patterns in Nature
Your Name
Science Inquiry A – Conceptual Physics 38 Inquiry & Patterns
Distance vs Timefor a Constant Velocity
When t is doubled, the distance will double.
y = mx+b
d
t
Slope= Speed d = vt
Pattern: Linear
Science Inquiry A – Conceptual Physics 39 Inquiry & Patterns
Velocity vs TimeConstant Velocity
v doesn’t change, so v = v
v
t
v = v
Pattern: Flat Line
Science Inquiry A – Conceptual Physics 40 Inquiry & Patterns
Distance vs Timewith a Constant Acceleration
When t is doubled then d is
quadrupled.
t
d
d = at21
2
Pattern: Quadratic
1 2
1
4
Science Inquiry A – Conceptual Physics 41 Inquiry & Patterns
Velocity vs Timewith a Constant Acceleration
When t is doubled, v will double.
v
t
Slope= Acceleration
v = at
Pattern: Linear
1
2
1 2
Science Inquiry A – Conceptual Physics 42 Inquiry & Patterns
Put the new Tool in your Science Inq A Toolbox
Science Inquiry A5 – Engineering: Windmills & Bridges
4 – Interactions & Forces
3 – Energy & Interactions
2 – Motion & Change
1 – Patterns in Nature
Your Name
Science Inquiry A – Conceptual Physics 43 Inquiry & Patterns
Gravitational Potential Energy vs HeightPattern: Linear
When Eg is doubled, the
height is doubled3
6
3 6
€
Eg = mghEg
Science Inquiry A – Conceptual Physics 44 Inquiry & Patterns
Kinetic Energy vs VelocityPattern: Quadratic
When v is doubled,
EK is quadrupled
1 2
1
4
€
Ek =12mv
2
EK
v
Science Inquiry A – Conceptual Physics 45 Inquiry & Patterns
Conservation of EnergyPattern: Flat Line
As Eg goes down Ek goes up,
so ET is always the same
1 2
1
4
€
ET = Eg + EkET
h
€
ETBefore = ETAfter
Science Inquiry A – Conceptual Physics 46 Inquiry & Patterns
Put the new Tool in your Science Inq A Toolbox
Science Inquiry A5 – Engineering: Windmills & Bridges
4 – Interactions & Forces
3 – Energy & Interactions
2 – Motion & Change
1 – Patterns in Nature
Your Name
Science Inquiry A – Conceptual Physics 47 Inquiry & Patterns
Pattern: Linear
Acceleration vs Net Force
When Force is doubled,
acceleration is doubled
Fa
m y = mx+b2
2F
am
2
2
4
4
Science Inquiry A – Conceptual Physics 48 Inquiry & Patterns
Pattern: Inverse
Acceleration vs Mass
When mass is doubled, acceleration will decrease by half
ay
x
Fa
m
2 2
a F
m
4
42
2